1A. Designing & Sequencing Writing Assignments
Well-designed and intentionally sequenced writing assignments provide a strong impetus for student learning and are powerful tools for both finding out and furthering what students know, think, and believe on a given subject. This hands-on workshop will review the principles of effective assignment design and provide participants with opportunities to draft and discuss their prompts. Participants will have the option of working on individual assignments and team-based assignments. Facilitated by Daniel Emery and Joe Moses.
1B. Designing Low-Stakes Writing Activities to Foster Learning and Engagement
Low-stakes writing activities can quickly engage students in focused learning about course concepts and about elements of effective communication in any academic discipline.These brief assignments require minimal feedback from instructors and can both promote and indicate student learning. Participants will peruse a variety of samples and strategies before developing at least one that suits their specific teaching context. Facilitated by Matthew Luskey.
2A. Supporting Student Revision: Commenting and Peer Response Strategies
An optimal time to comment on students’ writing is when it is still in process, when they have an opportunity to re-see, or revise it. Participants in this workshop will have opportunities to respond to short samples of student writing and to discuss strategies for commenting efficiently and for increasing students’ confidence in their own abilities to write and revise. Participants will also have the chance to consider the use of peer response procedures to support students in their revision efforts. Facilitated by Matthew Luskey.
2B. Grading Student Writing
For many instructors, grading student writing is one of the most challenging and least enjoyable aspects of teaching. This workshop might not change one’s attitude about grading, but it will provide effective, efficient, and equitable strategies to use when evaluating student writing. Facilitated by Daniel Emery.
3A. Write to Speak: Using Writing to Promote Equitable and Inclusive Classroom Interactions
How might in-class and online writing tasks be used to foster an environment of academic belonging that supports equitable and inclusive contributions from all students? In this workshop, we’ll consider examples of writing tasks that promote student-to-student and student-to-instructor interactions, and we’ll use the workshop space to draft and discuss tasks for our own courses. Facilitated by Matthew Luskey.
3B. Team-Based Writing and Oral Presentations
Many university courses involve substantial group projects that feature a written document (e.g. report, slide deck, poster) and an accompanying oral presentation. In this workshop, we’ll consider how instructors might guide and assess student teams on such projects by leveraging university and community-based resources. We’ll also address strategies of preparation and rehearsal that can help make team presentations run effectively and efficiently. Facilitated by Daniel Emery.
Add this event to my calendar: